Increasing numbers of inmate in prisons Research Paper

Increasing numbers of inmate in prisons - Research Paper Example These factors include the increase of older population, the increase of crime and productivity of inmates in the United States. Increase of older population and its impacts Over the years, the population in the United States continues to increase due to high fertility rate, increase of live birth and some other factors such as geographical movement of the people. In 1995 the national population in the United States has grown by 13 million from 1990 (US Census Bureau, 2010). From 2000 to 2006, the US population increased by 6.39% but the overall population growth rate slowed down by 17% (Geo Midpoint, 2011). However, the entire national population in the United States does not shrink in number, rather it continues to grow. Its condition at present time is moving into an upward spiral while it becomes older in general. However, this trend started in 1980s. The population growth rate in 1980 was 10% and 13% in 1990 (US Census Bureau, 2010). In 2000, the US population was growing older w ith majority of them from fifteen down to fifty-four year old (US Census Bureau, 2010). This implies that the population in the US is getting older. However, a certain study shows that age structure is related to the prison population (Marvell and Moody, 1997). The age groups with high imprisonment rate are eighteen to twenty four, twenty five to thirty four, and thirty five to forty four. In 1980 to 1987, it was the groups with age twenty four to forty four that grew most rapidly (Walker, 1996). This probably explains the dramatic increase of prison system in the United States starting in 1980s. Considering that the population in the United States is getting older and the age of individuals with high imprisonment ranges from eighteen to forty four, the number of crimes is expected to move in an upward spiral. In general, the number of violence and crimes in the United States has a positive association with the increasing number of its older population. For instance, those people wh o committed crimes or violent behavior at the age of 18 may eventually repeat the same act in the following years of their life. For instance, it is found that re-victimization pattern is associated with imprisonment (Finkelhor et al., 2007). In fact, this study further shows that within family older siblings are most likely to stand as factor for both risk and decrease of re-victimization process. This further implies that age is associated with the increase of crime in the United States. In fact, it is not only in the United States, but in other countries that most of inmates have long criminal records (Tonry, 2004). This means that they have various records of imprisonment or being in prison due to crimes or violent behaviors they committed against the law. These people have committed the same or related crimes all over again due to alcohol and drug abuse (Tonry, 2004). In the United States, substance abuse and alcohol addiction are pervasive issues that the national government h as long been given with its wider focus and attention. The fact that these social problems have contributed to the increase of crimes, violent behavior of a person and other related accidents, the government is very eager to alleviate or eventually impede their negative impacts. However, there is another important issue that needs to be closely determined aside from finding for the right solution of these social problems. In the United States, adults and young adults are strongly linked to alcohol

Environmental Sustainability and Triple Bottom Line Assignment

Environmental Sustainability and Triple Bottom Line - Assignment Example I think we are really exceeding our natural resources, which is also harming environmental sustainability. The population of earth has grown largely while affecting the balance between human consumption and natural resources. At present, there is no proper mechanism to sustain the growth rate of the human population. Although the world’s population has always been increasing during the last 35 years or so, a major increase has occurred in the world’s population giving rise to many problems, such as inadequate water supplies, increased deforestation, increased urbanization, dying rivers and lakes, and depletion of natural resources. The world is facing a global ecological crisis presently because humans are living in a way that is diminishing the capacity of the earth to sustain life. The ecological imbalance is occurring because the carrying capacity of the earth is becoming unable to support life. If we compare the ecological footprints of developed and poor countries, we come to know that developed countries usually have a higher footprint as compared to the ecological footprint of poor countries. For example, the ecological footprint of the United States is 12.22, whereas, for Pakistan, which is an underdeveloped country, the figure is 1.09 which is very low (Global Environment Stats n.p.). These figures show that there is a huge difference between the sustainability level of highly developed and underdeveloped countries. Section 2 Question 4: What is the triple bottom line? With what important concept is it associated? Be sure to describe each of the three parts. Answer 4: Bottom line is actually a measure of sustainability that includes the calculations of social, economic, and environmental conditions of any particular area. Organizations and not-for-profit organizations also usually use triple bottom line sustainability framework to measure their performances and to do required improvements based on the analysis (Slaper and Hall).     Ã ‚  

The Death of Alan Turing

The Death of Alan Turing Alan was left with no choice but to subject himself to doses of the female hormone Estrogen in order to check his libido by rendering him impotent. This form of treatment involving chemical castration led to a gynaecomastia or a growth of breasts! He was on probation for a period of one year, with a result that his movements were tracked. Alan was automatically barred from entering the U.S. as he joined the ranks of those who had criminal records. In 1952 the British Government introduced the concept of Positive Vetting or the practice of investigating the character or ability of a person engaged in sensitive work involving state secrets. This had a direct implication in terms of withdrawal of Alans clearance for cryptographic assignments. The government believed in the theory that defined homosexuality as a perversity often characterized by an unstable emotional balance and a mind which can swerve towards indiscriminate perilous acts in moments of tribulation. This meant that homosexuals were easy targets for blackmailers interested in extracting ultra-secretive documents of the state. Alan went to Norway in mid-1952 lured by the prospect of men only dances and was enamoured by Kjell, an attractive Norwegian lad. This highlighted the fact that his spirit remained unbroken and he withstood the trial displaying the same resilience with which he nonchalantly faced the scornful attitude of his peers and tutors at Sherbone. Alan went to Greece for a short holiday in 1953 which raised suspicion and frayed the nerves of security officers. Kjell , his acquaintance from Norway came to visit him but it led to a crisis as they were not permitted to meet each other. It cannot rain forever. Alan continued with an in- depth research in the complex theory of morphogenesis. He now preferred working from home, where he set up a small laboratory with pans of chemical solutions growing weeds, formulating amino acids, studying different forms of marine life beginning with the mono-cellularRadiolariaà ¢Ã¢â€š ¬Ã‚ ¦ The visitor was greeted with an overflowing stack of letters on the latest developments in the fields of logic which physically and metaphorically filled his world! Alan extended his study of mind and matter taking interest in the psychology of the mind. He visited a psycho-analyst Franz Greenbaum who was open to the idea of accepting his sexual instincts as a part of his personality. Alan sought to delve deeper into his own sub-conscious mind and went in for a dream analysis. Dreams they say are a window to the soul. Alan was surprised to note that though his current relationship with his mother was cordial, his childhood mysteriously reflected undercurrents of hostility probably due to a judgmental attitude on Alans failure to meet up with social courtesies. Alan made peace with his past that was marked by being raised with an absentee father who provided for the family but perhaps alienated the kids from himself due to a rigid mental framework.Though Alan falsely accused his brother for a lack of sympathy during his trial, he harbored no ill-feelings in his heart. He genuinely perceived his mother as an ally and a spirit of friendliness perva ded their relationship. Alans probation period ended in April 1953 and he rid himself of the hormonal implant in his thigh which he felt would be effective even after the treatment was completed. Alan enjoyed reading the novel Finistere which described the complexity of a homosexual relationship of a teenage student with his teacher. Homosexuality was a social taboo, a stigma which threatened the morality of society at large. The protagonist in the novel tragically committed suicide as he was pushed to brink by those who questioned the sanctity of his value-system. An escape into the Heaven of Freedom. On the evening of Tuesday 8th June Alan Turing was discovered dead with froth in his mouth, lying beside a half-eaten apple by his visibly devastated housekeeper. He had supposed to have expired an evening before. The coroner concluded that it was a deliberate act of self-annihilation in an impulsive moment as one can expect from people of his type who were believed to possess an unpredictably volatile mindset.The apple had probably been dipped in the deadly potassium cyanide that he often used for his experiments. This venomous potion was enough to guarantee a swift transition from the real to the abstract world.Alan Turing finally reconciled the equation between life and death by using free-will to put a deterministic end to his melancholy often solitary existence.Mrs.Turing true to her religious stance, vehemently denied the possibility that her son could end his life which was a gift from God in this cowardly manner. Alan perhaps displayed his sensitivity to his mothers emotions and did her a service by dramatizing his death to add an element of intrigue and ambiguity. The apple was not analyzed and so there was scope to give Alan the benefit of doubtà ¢Ã¢â€š ¬Ã‚ ¦ His mothers contention was that his unkempt nails and a blatant disregard for cautious hygiene would have led to traces of the cyanide being embedded in them, and this was ingested when he ate an apple which was his daily routine before he retired for the day. The fact that he had theatre tickets purchased for the near future and had even booked the computer lab for the night of 8th June added to the mysterious circumstances of his death that baffled his friends and psychoanalyst alike. Alan Turings cheery disposition masked any thoughts of death that lurked behind his mind. The only factor that takes our chain of thoughts to that end is the fact that he made a new will on the 11th of February 1954 barely three months before his death. The trial was behind him and he faced it with stoic resilience having the courage to speak up and accept the bitter truth rather than resorting to the crutches of hypocrisy. Perhaps the burden of carrying secrets of the state and the sensitive nature of his work infringed upon his personal freedom and this dichotomy seemed too heavy to bear. The social stigma along with the fact that he could be arrested any time for events that made up his past and be turned into a scapegoat on account of social prejudice and condescension were enough to push him to the brink where death was a final escape from the tormenting reality of his life.Alan Turing was cremated on 12th June 1954, in the presence of his mother and brother. Turingsma or the charisma of Turing In June 2009, the British Prime Minister Gordon Brown , made a statement of apology for the tormenting trial to which Turing was subjected, when all his life this extra-ordinary human continued to seek the ordinary pleasures of life. An extraordinarily gifted genius who was denied the adulation and honor he so truly deserved got registered in public memory as a law-breaking criminal! The legacy of Alan Turing pervades our lives when we try to unravel the enigma surrounding the proliferation of life in the biological and the intellectual dimensions of revolutionary inventions. Alan Turing deserves credit for the existence of the innumerable interactive gadgets that lend an illusory effect to our lives, whether its through the online revolution where long distance communication is possible via Skype , or online shopping in a virtual market, online tutoring and even medical consultations that have collectively blurred the line between the abstract and the real. The enigmatic saga of Alan Turing leaves us with a sense of disillusionment and deep regret of this act of betrayal on the part of the Government machinery which rallied around his intelligence at the peak of war and shoved him into the depressive dreariness of criminality for no fault of his. The anomaly really lay not in the realms of the homosexual mind but in the conditional prejudices of society at large. The paradoxical act of self-annihilation from the genius who mastered the art of creation reflects the heavy price a law-abiding citizen paid in a hypocritical, distorted world. The loss is magn ified manifold if we ponder upon the collective loss to humanity on account of the premature end to a genius researcher of his stature. Alan Turing the legendary genius, inspires us to steadfastly persevere till the prize is won and lives on as the epitome of truthfulness and ingenuity in the minds of the future generation. The seeds which sprouted as tiny saplings in the fertile mind of Alan, have today blossomed into a grove and Alans vision of Thinking Machines which simulate the working of the human brain is a now a mundane reality.Computerization and bio-technological research in the area of genetics with special reference to artificial intelligence is indeed the most revolutionary legacy of the twenty-first century. The all encompassing nature of the application of computer-generated programmes and techniques, bring to the fore the eternal validity of Alans pursuits. The domain of Alans research is dynamic and even hundred years after his birth undoubtedly challenges and beckons intellectuals to unravel the boundlessly intriguing capabilities of the modern computer.

Clinical Practice Essay -- Health Care

This assignment will underline three key skills learnt during clinical practice; weight monitoring, blood pressure and bed baths. Reflection is a key aspect within nursing. It allows the individual to look back on previous events and analyse the positives and negatives which occurred in a particular situation. Reflection is used to encourage the development in learning and gaining a more in depth understanding in practice (Beener et al.1996).There are many reflective models available including Gibbs (1988). Gibbs(1988) reflective cycle will be used as the framework upon which these three skills to be reflected as this cycle requires a description of the event, the feelings experienced at the time and evaluation of the account which is followed by an analysis, conclusion and action plan. I will discuss how the skills were attained, and any future learning development needs I may need, backed up by literature and research available. In line with NMC (2008) confidentiality requirement, clients will be referred as A, B or C where appropriate. Description During my second week of placement I was asked by my mentor to carry out a weight observation on a six week old baby. Prior to this I had observed my mentor perform this clinical procedure a number of times while I assisted her. However on this occasion I was able to complete this skill by myself with the supervision of my mentor. Firstly I greeted the parents of baby A and advised them to undress him as I calculated his age and set up the equipment needed, I cleaned the weighing scale using disinfectant wipes and placed a paper towel on the surface to prevent baby A from feeling cold. I then switched on the weighing scales and called the parents over with baby A. I laid baby A ge... ...ouraged frequently. I now believe I have gained a better insight into my own strengths and weaknesses and can now take time to in improving them as a means to grow and evolve in my professionalism, to act on a patient’s welfare and safety in order to secure a good reputation (Thompson et al, 2006) Action plan In order to advance in practice I feel I need to develop my communication skills. This can be achieved through in depth research; using the aid of reading and advice from other health professionals into the different types of communication for instance body language, formal, verbal and non-verbal communication as well as looking into different ways of using these methods to the best of my ability, guaranteeing a high standard of patient care. This will equally help me and patients to establish a better relationship and improve the care that is given.

Effects Of Mobile Phone On Youth Essay

The mobile phone users have increased rapidly globally due to the development of the technology. It is now crucial part of majority of the lives of the youth. This is because there are so many applications available on the mobile phone these days. Therefore teenagers use their phones more often for their free time. Mobile phones can also lead to mobile phone addiction for the teenagers. It can also affect their health in a negative way. Mobile phones can easily disturb teenagers’ education. Mobile phones can be very addictive to teenagers. This is because there are many things we can do with it, for example, playing games and going one a social media websites. Being addicted to mobile phones can ruin the relationship between them and their family. This is because when they are addicted they usually don’t come out of their room and refuse to communicate with the family. Also when they do not have the access to the phone they feel like they have nothing else to do at home . The health of the teenagers can be negatively affected by using the mobile phones. The mobile phones ruin our eye sights due to the radiation that is emitted from it. Mobile phones can also ruin the postures of the teenagers. This is because majorities of the teenagers hold their phones just below their chests. Therefore they have to bend their neck downwards without even noticing it. This can affect our posture permanently. Mobile phones can affect the health of the teenagers without them realising it. Mobile phones can easily disturb teenager’s education. This is due to the mobility of the mobile phone. They can go to their classes at school with mobile phones in their pocket and use it without getting caught by the teachers. Also when they are studying by themselves and their friend text or call them they forget about the studying and just continue texting or talking to their friends. Therefore mobile phones can easily disturb the learning that they are required. Mobile phones can be helpful when we are communicating. However it can be addictive to teenagers and ruin their relationship with parents and it can affect their eye sights and postures negatively. Also it can easily disturb their education just by receiving a single message. In my point of view the majority of the teenagers require their parents to control their uses of the mobile phone.

Pink Flamingo Essay (Jennifer Price)

Jennifer Price used her own style of rhetoric exceptionally well to demonstrate her own individual perspective on the United States. In her essay, â€Å"The Plastic Pink Flamingo: A Natural History†, Price compares such a minuscule object as a flamingo, with the vast widespread culture of the American society; clearly depicting how American culture was highly based off of the desire to be bold and in vogue with the rest of society. The flamingo lawn ornament created a spark to epidemic of materialistic viewpoints based off of bright, flashy, pink colors. The new pink trend that was engulfing the nation was influencing every aspect of the daily life. From cars to washing machines, and from famous people to famous places, the flamingo and especially the color pink alone were shaping the new American culture. Ironically, such an outbreak of vibrant and flamboyant colors that were now sweeping the nation, came about after the Depression; such a melancholy period of national devastation. Price’s essay has adeptly portrayed her standing on how American culture can be strongly influenced by materialistic and trending ideas, just by introducing the influence of a subjective object like the pink flamingo. The result of the influence of the plastic pink flamingo phenomenon, struck the American society with such a major impact that the culture as a whole began to shit from a dismal, dreary decade; to a bright, and jubilant era, that was overwhelming influenced by the color pink. One of the first major influences of the pink flamingo was in 1946, by a gangster Benjamin â€Å"Bugsy† Siegel’s hotel, in the middle of a vacant desert, that was conjured by an array of flamboyant colors and named The Flamingo Hotel. The popularity of the pink flamingo continued to grow with the adoption of the name â€Å"flamingo† by restaurants and lounges in order to create the allusion of such an elegant appeal that the famous Vegas hotel holds. The hotel, however, was not only the major influence towards it’s striking popularity; due to the fact that the flamingo was pink, gave people the ideology that since pink was such an intensely bold color option, that being bold was the new trending style. Anything and everything that was manufactured during this new bold based era, could be bought in a new shade of pink. Everyday objects from cars, to washing machines, to counters, could be purchased in pink, and to think that this popularity was built off of a small plastic lawn ornament. The prominent and distinguished singer, Elvis Presley, also marked the new era y purchasing a bright pink Cadillac, for creating that grandiose appeal. The quickly established popularity of the small lawn ornament was created by northern parts of the country wanting to establish the southern appeal of warm, bright colors in their lawn. The flamingo, being known for its extravagance and its bright colors, nonetheless, gave off a high-class a ppeal of grandiosity and magnificence that all people craved in American society. The aforementioned details, further portray Price’s perception on how materialistic the American culture has become, and how society can be influenced by such frivolous, and superficial objects. Price’s use of irony throughout her essay, also had a key role in further emphasizing her view on the American culture. Stating that the extinction of the flamingo was at the fault of the people who now prosper from its very existence in the first place, is extremely ironic. Such an example shows how the American society focuses on individual needs; and being egocentric was not seen as a deplorable action. Also, in a different section of the essay, Price makes a comparison of how the moods of decades can be influenced by new trends and ideas, by mentioning the Depression that country had faced in the previously passed years. The irony of such a comparison was that not to long before the brightly colored phenomenon, America faced a period of time that was dull and full of devastating affects, known as the Great Depression. Price states that the â€Å"[colors] were just right for a generation, raised in the Depression†, meaning that after such a morose era, the new generation would now face an epidemic of boldness and congeniality that would arise from the pink flamingo influence that was entrapping the nation. Mentioning such references to such a dull time period, adherently describes the prominence of such a drastic change in styles and concepts. Price’s vivid use of irony throughout her essay further displayed her individual opinion on how much the American culture was influenced by the vibrant color and flamboyancy of the pink plastic flamingo, and how such a trivial object can create such a grand illusion, and become so popular just by the appeal it displays. Overall, Price clearly portrays how the materialistic ideology of the American society is influenced by phenomenon and trending styles, which will furthermore alter the era in which a generation is living in, and introduce new fashions that would permanently alter the lifestyles of the American culture. By Price’s avid use of diction and syntax throughout her essay, she was able to create a vivid idea on her view of the American culture. Such frivolous and minuscule objects influenced the culture, as a whole, just because by adapting and adopting the new flamboyant colors into their everyday lifestyle, the individual would feel as if they were in vogue, just because it was the cool thing to do.

Some Tips Of Writing Good Death Penalty Essays

Some Tips Of Writing Good Death Penalty Essays A Complete Guide to Writing a Winning Death Penalty Essay Many students face the challenge of coming up with a good death penalty essay. This should not be the case since its only the topic that makes the work sound hard to tackle. My guide will enable you as a writer to come up with an appealing essay. I will provide diverse steps that will guide your essay and offer recommendations to ensure your work is professionally written, and, in the long run, attain a desirable grade. The first step towards writing a death penalty essay is to understand its meaning. According to the dictionary definition, death penalty refers to punishment by death for a crime that accords such a comprehensive punishment. Another way you can refer to the death penalty is capital punishment. Types of Death Penalty Essays To successfully write this type of paper, you should first understand what type of essay you will be tackling. For aspects such as analysis and examination of elements related to the death penalty, an analytical essay will be more appropriate. If you embark on an effort to convince a reader about an opinion you believe and stand with, a persuasive essay will be more prudent. For aspects such as evaluation or investigating the death penalty, you should apply an expository essay. An argumentative essay would be appropriate if you are to provide an argument about the death penalty, which you want to convince the reader that its more factual, truthful, and firm than any other stated argument within the same theme and context. Topics Relating to the Death Penalty Essay After deciding on the essay type to apply in writing the death penalty essay, the next step requires you to craft an interesting topic and thesis statement. Remember that the type of essay you will write will be a determination of your thesis statement (and main idea). Here are some relevant topics that you can use in writing a death penalty essay. The effectiveness of the death penalty in reducing crime rates The various Systems of the death penalty, and the order of effectiveness. How the death penalty provides a warning to criminals willing to commit murder. Is the death penalty fairly or unfairly applied? Thesis Statements on the Death Penalty Essay A thesis statement offers an outline of issues to be discussed on your death penalty essay for the readers to have a hint of what to expect as they go through your essay. Here are examples of thesis statements relating to a death penalty essay. Only countries with inhumane legal systems still use capital punishment which is outdated and primitive. Capital punishment only applies to criminals who have committed ghastly crimes. Countries that do not endorse this system are only pampering their criminals. The death penalty is a sure way of restraining people from committing horrific crimes The death penalty is not effective enough to restrain people from committing murder. There is no fair way of administering the death penalty and thus should be eliminated. The death penalty is effective enough to assure people that justice is being served. Reliable Sources for Death Penalty Essays After you have come up with the type of essay, main topic, and your thesis statement, you are required to find reliable sources that can either support or argue against your statement. It should not be hard to find such sources as they are available in different books, articles, or magazines that you can access online or in a library. It is a requirement to use sources that have been published within the last 3 years because any other source outside this time bracket will be too outdated to support your statement. Examples of sources for a death penalty essay include: An article on the death penalty from Wikipedia Be mindful that some education centers restrict the type of sources you can use, number of online sources that can be used, or even the colossal amount of sources that can be used in your essay. Some time back, Wikipedia was discouraged as a source of information when writing an essay. This is because professors realized that the content was not well controlled, as anyone could post any topic even without the relevant expertise. This prompted the editorial team of Wikipedia to step up and gain control of the content posted on their website. The information added to a particular article should be correctly cited from a credible source. This has recently made colleges withdraw the restrictions, and the source can now be utilized. An article on the death penalty from Google Scholar Google scholar is another reliable source for information regarding the death penalty essay. As a search engine, it offers a wide array of quality resources relating to all debatable issues; it provides an option of accessing resources, from scholarly articles, magazines, to books. Several of the books and articles are accessible for free; others only offer specified pages, as others require payment to access them. Additionally, you can access citations for the books and articles easily. An article on the death penalty from Encyclopedia Britannica As a highly recognized source, the Encyclopedia Britannica has improved from a 5.25 disc to a CD-ROM and DVD. Currently, you can access its online website and find tons of resources relating to your work. Citing Death Penalty Sources To achieve this, you must research and acquire recently written sources on the death penalty. Additionally, you should have a good understanding and knowledge relating to the citation of sources within your essay, and filling up a wells of citation methods include MLA – Modern Language Association, APA – American Psychology Association, or the Chicago, Turabian Style. Here are examples of sample works with sources used within the essay on death penalty along with the required entry for the bibliography. MLA Style: With a review of various denominations, each has its own view about the death penalty. For instance, approximately 69% of the Protestants support the death penalty. Moreover, 53% of the people with no specific religious association also support the death penalty (Son). Source format for bibliography or work cited: Son, M. The support and praise the death penalty receive from the American people. Legal Report, 201418(6), 67-85. Doi: 10.12940/jfb.2014.18.6.67 APA Style: Criticisms of executions under the confinements of capital punishment to administer justice face consequences of it being applied, when the defense rests its case on retribution. (Leotard, 2017) Source format for bibliography or work cited: Leotard Jean-Franà §ois, (2017) â€Å"Review of the death penalty as it is in America today.† Manchester University Press, pp. 23-49. Death Penalty Structure On this area, you are required to write an overview of that included the definition of the death penalty, how it is applied in law, and how many executions have been done in each state. Advantages and Disadvantages of the Death Penalty It is important to understand the pros and cons of the death penalty, as it will help you argue for, or against the subject. Through this, you will be able to provide valid points with relevance to your chosen topic. Also, you should narrate the reason for your opinion based on your moral gauge concerning such issues, or financial and logistical aspects associated with capital punishment. Global Perspective on the Death Penalty The death penalty stretches its point of view across every country, with no single standard perspective carried out by all the countries. Most western countries have eliminated capital punishment, with others taking necessary steps to achieve this. For instance, many states using the death penalty have limited its application to specific scopes. This act of law can not punish Children, the mentally ill, and the mentally disabled. Below are several countries and their status on the death penalty. The death penalty in America While reviewing the actions related to the death penalty in America, highlight its historical perspective, socio-political arguments for and against capital punishment, and the current stance of America on the death penalty. The death penalty in India When you examine capital punishment in India, be sure to highlight aspects such as the historical outlook, socio-political arguments for and against the penalty and India’s current stance on this issue. The death penalty in Australia While trying to gain information about capital punishment application in Australia, examine the issue from an ancient viewpoint, socio-political opinions that are for, and those against the death penalty, and their status as per now on the same issue. The death penalty in South Africa Similarly, you should examine this issue in South Africa accordingly, utilizing dynamics such as historical perspective, socio-political arguments against or for the death penalty, and the current standpoint of South Africa on capital punishment. Historical Outlook on the Death Penalty As you give a historical perspective about capital punishment for a specific country, apply issues that concern the social, legal, religious and political perspectives. The death penalty evolution can be traced from the fatal corporal punishment which the public would be physically involved in administering the punishment, to provoke fear to those with the intentions of committing offenses with a magnitude high enough to be awarded such a punishment. Social Judgment on the Death Penalty When you are required to give your opinion concerning this type of essay, most people believe you are supposed to advocate for, or against the death penalty. This way of thinking is influenced by the moral obligation and orientation we have on human life. However, the moral balance as to whether capital punishment is wrong or right is not yet clear. However, different sources argue their viewpoint using justifiable factual data, and you can use them to gain enough information that will help you weigh in your stance about it. Pros of the Death Penalty Sources that provide information on the benefits of capital punishment examine rates of repetition of an offense, the costs to be incurred if incarcerated, and the immediate execution of the offender. Most of the sources argue in line with financial and logistical aspects; thus you can utilize such information to come up with your own argument that relates to your perspective. Shortcomings of the Death Penalty You can find such information in resources that offer anti-death standpoints. They cover aspects such as wrongful executions, the cost estimate of a single execution, the lack of a deterrent effect even after the penalty has been applied several times, and the religious and moral orientation that argue against the death penalty. How effective is the Death Penalty? While arguing about this dynamic, first define the judicial system goals in administering punishments to offenders. Criminal punishments focus its impact on a specific defendant while serving society with related functions. These functions may be retribution, punishment, and deterrence. How well or bad the death penalty fulfills these three functions will determine how effective capital punishment is. Legalizing the Death Penalty Even though it is considered an effective form of punishment, its legalization or use should focus on consideration of questions other than its effectiveness. Your argument about this aspect should be technical or offer personal reasons that support or opposes the death penalty. After achieving this relevant conclusion can be drawn whether it is right to legalize or reject incorporation of the death penalty into the law. Death Penalty on Teenagers While discussing the issue of application of the death penalty on teenagers, consider the stance of different states on this issue. Most jurisdictions bar the application of this law on teenagers and young adults, while others grant it in relation to the degree of their offense. Studies do suggest that the teenage mind has not matured enough to fully comprehend the degree of the harm their actions cause to the general public or an individual. This begs for a debate on the legality and appropriateness of such a law towards people of such age. In your essay, you should base your argument on such dynamics to come up with a first-class death penalty essay. Death Penalty Essay Examples To gain perspective on how to write a competent death penalty essay, going through another student’s essay or a professionally written essay would prove to be of advantage. Sample essays will help you outline quality topics, thesis statements, arguments and correctly cite resources related to your topic. Utilize online resources to gain a sample death penalty essay that you can go through to help you come up with your original work. A point to remember: While writing a death penalty essay, there are various types of essays that can apply to this topic of discussion. The topic you choose should follow its specified outline template to ensure the work has structure and logic. The topic you choose has to address various aspects that this practice entails, and the arguments you put across should highlight a high level of authenticity, and backed up with reliable information to make it credible.

The Definition of Listening and How to Do It Well

The Definition of Listening and How to Do It Well Listening is the active process of receiving and responding to spoken (and sometimes unspoken) messages. It is one of the subjects studied in the field of language arts and in the discipline of conversation analysis. Listening is not just hearing what the other party in the conversation has to say. Listening means taking a vigorous, human interest in  what is being told us, said poet  Alice Duer Miller. You can  listen like a blank wall  or like a splendid auditorium where every sound comes back fuller and richer. Elements and Levels of Listening Author Marvin Gottlieb cites four elements of good listening: Attention- the focused perception of both visual and verbal stimuliHearing- the physiological act of opening the gates to your earsUnderstanding- assigning meaning to the messages receivedRemembering- the  storing  of meaningful information (Managing Group Process. Praeger, 2003) He also cites four levels of listening: acknowledging, sympathizing, paraphrasing, and empathizing. The four levels of listening range from passive to interactive when considered separately. However, the most effective listeners are able to project all four levels at the same time. That means they show theyre paying attention, they show interest, and they convey they are working to understand the speakers message. Active Listening An active listener not only pays attention but withholds judgment during the speakers turn and reflects on whats being said. S.I. Hayakawa notes in The Use and Misuse of Language that an active listener is curious about and open to the speakers views, wants to understand his or her points, and so asks questions to clarify whats being said. An unbiased listener ensures that the questions are neutral, without skepticism or hostility. [L]istening does not mean simply maintaining a polite silence while you are rehearsing in your mind the speech you are going to make the next time you can grab a conversational opening. Nor does listening mean waiting alertly for the flaws in the other fellows argument so that later you can mow him down, Hayakawa said. Listening means trying to see the problem the way the speaker sees it- which means not sympathy, which is feeling for him, but empathy, which is experiencing with him. Listening requires entering actively and imaginatively into the other fellows situation and trying to understand a frame of reference different from your own. This is not always an easy task. (How to Attend a Conference in The Use and Misuse of Language. Fawcett Premier, 1962) Impediments to Listening A basic communication loop has a message going from a sender to a receiver and feedback (such as acknowledgment of understanding, e.g., a nod) going from the receiver to the speaker. A lot can get in the way of a message being received, including distraction or fatigue on the part of the listener, the receiver prejudging the speakers argument or information, or a lack of context or commonality to be able to understand the message. Difficulty in hearing the speaker could also be an impediment, though thats not always the fault of the listener. Too much jargon on the part of the speaker can also impede the message. "Listening" to Other Cues When communicating, body language (including cultural cues) and tone of voice can also relay information to the listener, so in-person communication can send more layers of information about the topic being relayed than a voice-only means or a text-only method. The receiver, of course, has to be able to properly interpret the nonverbal signs to avoid subtext misunderstandings. Keys to Effective Listening Here are a dozen tips to being an effective active listener: Maintain eye contact with the speaker if possible.Pay attention and listen for ideas.Find areas of interest.Judge content, not delivery.Dont interrupt, and be patient.Hold back your points or counterpoints.Resist distractions.Pay attention to nonverbal information.Keep your mind open, and be flexible.Ask questions during pauses and give feedback.Listen with empathy to try and see the speakers viewpoint.Anticipate, summarize, weigh the evidence, and look between the lines.

An Evaluation of the European Computer Driving Licence Essay Example for Free

An Evaluation of the European Computer Driving Licence Essay The research project includes the complete lifespan of the work from the rationale to the conclusion. I examine the reasons for conducting the research, how the Company might benefit from the experience and how trainers may reflect and add to their toolbox of skills and knowledge. The project also considers the background to the European Computer Driving Licence (ECDL) and how this came to AEGON UK Services, what role Workplace Training Services had to play and what part of strategy ECDL was designed to meet. The main body of the project, the research itself, sets out to consider a range of questions related to the evaluation of ECDL within a financial services setting which I believe is a valuable piece of research that is not presently widely available. The research considers the practical implications of the work and the justifications for following the particular actions undertaken. The conclusion draws the project together and provides answers to the questions considered above. Does ECDL add value within the business, have learners acquired new skills, what of the present learning methods and how might these be designed to suit the needs of future learners? I support my research findings with the results of my data collection exercises together with statistics relating to ECDL including its recent use outside of Europe. Finally, I present the detail of material used whilst working on the project as Reference and Bibliography. AEGON UK Services (UKS) is the ‘closed book’ arm or Third Party Administration (TPA) operation for AEGON UK one of the world’s top ten financial services companies. As a TPA no new business comes into the organisation and particularly in the present economic climate control of costs and expenses becomes paramount. It is not an overstatement to consider that the continuing well being of the UKS site in Lytham rests with its highly competitive nature. When one considers that the average cost of one staff member in Lytham is à ¯Ã‚ ¿Ã‚ ½40,00 pa whilst the equivalent outlay at the AEGON UK Head Office in Edinburgh is almost double at à ¯Ã‚ ¿Ã‚ ½65,000 pa, financial evidence becomes clear particularly with close to 900 staff at the Lytham site. There are many reasons for this divergence in costs, not all of which may be directly influenced by the Company but it is this difference which remains key to the health of the AEGON UK Services operation. It is against this background that the research into the European Computer Driving Licence (ECDL) is set, one of the organisation obtaining maximum value for each pound of spend. As Managing Director, David Barker, said at the 2002 Business Plan launch to staff, ‘Through the professionalism, skill and commitment of its staff AEGON UK Services has a key part to play in the growth and development of the UK operation.’ It is my responsibility, as Training Manager for UKS, to provide learning opportunities, develop staff and upgrade their knowledge and skills to meet the challenges set by the Managing Director and the Board of AEGON UK. After all, a shortage of skills could threaten the livelihood of the operation. Fingold and Soskice (1989:22) who created the notion of a ‘low skills/low quality equilibrium’ argued that ‘†¦ the majority of enterprises staffed by poorly trained managers and workers produce low quality goods and services.’ Their view was that Britain would not be able to keep pace with changing economic conditions. A decade on and still the need for the training and development of our staff in relation to the growth of our business remains. As David Blunkett, Secretary of State for Education Employment, sets out the challenge ahead for us all when speaking at the National Training Awards ceremony in December 2000. ‘The key message today is that there is a real economic need for people to upgrade skills throughout life. We need to help everyone fulfil their potential and respond to the changing world economy.’ (People Management, Vol 6, No 25). The task facing us in the UKS Training team is to meet the Secretary of State’s challenge and drive the business forward at the same time whilst maintaining a tight rein on expenditure. In the summer of 2001 our Union Representative introduced me to Workplace Training Services and this partnership with a local education provider soon bore fruit. A key strategic challenge for AEGON UK in 2002 was the introduction of a Common Operating Environment (COE) between its various UK operations; the most visible aspect of the COE would be the launch of Microsoft Office 2000 in the various sites. Significantly, as AEGON UK Services previously used Microsoft there were no plans to create a formal training plan for the business, rather than relying our awareness of existing applications. The Manager, Dedicated Delivery, of Workplace Training Services (an arm of Preston College), Cyril Wheat, offered the use of the European Computer Driving Licence (ECDL) as part of our solution to the need for staff learning and development in Office 2000. The seven-module ECDL programme is based upon the Microsoft Office 2000 applications and included learning on our key workplace needs, Word, PowerPoint and Excel. Over 50 staff started the ECDL qualification in September 2001 and to-date over 150 have either achieved the award or are working towards it. Further developments of our work with the College have been the provision of additional learning and development for staff, in particular the provision of Learndirect facilities and the healthy ‘learning partnership’ that has grown between an employer, union and education institution. To support the development of this significant partnership Workplace Training Services offered AEGON UK Services 100 free places on the ECDL programme in 2002. Although we have seen a large number of staff following the ECDL programme, myself included, AEGON UK Services has never conducted any formal evaluation of the learning programme. Whilst I have learned new skills and am able to access more difficult applications, has the Company benefited from the ECDL partnership, have the staff developed new skills and how might the programme best be carried forward? This is the rationale for the following research which is designed for the benefit, primarily, of the Company but also for the staff, College and as a valid piece of research. Congratulations Sara Lundstedt! But why is this the Swedish environmental co-ordinator so significant to the history of the European Computer Driving Licence (ECDL). Well, Sara became the one millionth student to complete the programme, as reported in the June 2001 edition of IT Training (P7). What is ECDL and where did it come from? In 1994 the concept originated in Finland where the Finnish Information Process Association introduced the Computer Driving Licence. Shortly after, the Council of European Professional Informatics Societies (CEPIS) established the User Skills Task Force in 1995. The Task Force, supported by funding from the European Commission, was to examine how to raise IT skill levels in European industry. The Task Force identified the potential of the Finnish Licence and investigated the feasibility of adopting it and making it into a qualification for the whole of Europe. CEPIS actively encourages IT literacy and promotes acceptance of professional standards for ICT professionals throughout Europe. Pilot tests were carried out during 1995 and early 1996 resulting in the launch of the European Computer Driving Licence (ECDL) in August 1996, initially in Sweden and then throughout Europe. The ECDL Foundation was formed in 1997 to administer the ECDL programme on a not-for-profit basis and to promote, develop and certify computer skills and IT knowledge. According to its official website, the business of the ECDL Foundation is ‘To disseminate, promote and evolve ECDL as a globally accepted IT skills certification programme that prepares all people for participation in the Information Society.’ On the surface, this has been successful; in 1999 the International Computer Driving Licence (ICDL) was created as the standard qualification for non-European countries. The syllabus is identical to that of ECDL and was initially taken up by Australia, Canada, South Africa and Zimbabwe. Since then, more countries have joined the ICDL programme, ranging from Greece in 2000 to most recently, Malaysia. According to The Electric Paper Company Limited (http://www.electricpaper.ie/products/ecdl.asp) ‘†¦to-date, over 1.75 million people are registered on an ECDL/ICDL programme. This number is growing daily. There are tens of thousands of accredited test centres worldwide enabling people to take their tests an attain certificates.’ So, seven module appears to be working as students are assessed against the following competencies: basic concepts of IT, using a computer and managing files, word processing, spreadsheets, databases, presentation and information and communication. The ECDL Foundation points out that the programme is now used in over 60 countries and IT Training announced in its October 2002 edition that ‘†¦the number of students †¦ enrolled topped the half-million mark. The British Computer Society (BCS) also reports that it is issuing 1,000 ECDL certificates every day.’ One of the first organisations in the public sector to move towards qualifying the computer skills of its staff is the NHS which recognised the increasing role that computer skills had to play in the public health sector. The significance of the ECDL decision is reflected in the fact that it was announced by Health Secretary, Lord Hunt. He said, ‘New technology investments to support staff to plan, deliver and review health care will not be successful unless more priority is given to ensuring that all staff have a basic level of IT skills.’ There is a great deal of published support for the ECDL programme and I have included highlights from two successful ventures. The House of Commons became the first Parliament in the world to offer staff training in IT skills, aimed at MP’s assistants and constituency workers. Dr. Matthew Donaghy, Industry and Parliament Trust ADAPT Project Manager, said, â€Å"Our objective, and indeed an important part of securing funding for the project, was to increase the employability of staff outside the Parliamentary sector. ECDL gives staff an extra qualification showing their competence with IT in the office, but also allows flexibility in training for the qualification so that it does not interfere with major projects they may be working on.† Donaghy continued, â€Å"An extra benefit of the course has been the increased level of teamwork between MP’s assistants. Staff are increasingly sharing tips on office practices, which will mean a more professional MPs service al l round.† The Bank of England is also enabling its staff to take the ECDL programme via personal or on-line training. Bank Deputy Governor, Mervyn King, who has successfully completed the qualification said, ‘Across the Bank, the ECDL will enable people to achieve a wide range of essential skills in IT, on which they can build in the future. I am convinced that it is an ideal way for my colleagues to improve and consolidate their knowledge, to build confidence and to improve both productivity and decision making.† ECDL appears therefore to have positive support, endorsed by Peter Bayley, Director of ECDL at the British Computer Society, who confirms that, ‘Since the UK launch there has been a growing demand for information about ECDL users from both the Further Education and Corporate sectors in order to measure profiles, motivation, satisfaction and likely interest in our newly launched ECDL Advanced qualification. Apart from a gratifying 95 per cent satisfaction rating, almost two thirds of those polled chose ECDL because of its broad recognition as a computer skills qualification. In addition, 97% said they would recommend ECDL to family, friends and colleagues and 87% were interested in an ECDL Advanced qualification.’ Despite the fact that there is a great deal of published evidential support for ECDL, there remains little evidence within AEGON UK Services that the programme has been and remains successful. To date, we have tended to take the view that people pass, therefore it works! But does it? As Reay (1994:23) points out, ‘†¦evaluation can enable you to do better in the future. This is not to say that you’ve been failing in the past; but good trainers realize there is always room for improvement.’ It is against this background, of a developing IT culture within Europe and latterly the rest of the world, that the research with AEGON UK Services is set. Will the experiences outlined above be matched within the Company? ‘Most people associate the word ‘research’ with activities which are substantially removed from day-to-day life and which are pursued by outstandingly gifted persons with an unusual level of commitment’, suggested Howard and Sharp (1983:6). However, Denscombe (1998:1) takes an alternative approach when opening his piece of work some 15 years later, ‘Social research is no longer the concern of the small elite of professionals and full-time researchers. It has become the concern of a far greater number of people who are faced with the prospect of undertaking small-scale research projects as part of an academic course or their professional development.’ In my case, the piece of research was to be carried out over a 3 month period by the Training Manager of a large organisation with very ordinary skills and an extremely heavy workload! Payton (1979:4) identified research as ‘†¦the process of looking for a specific answer in an organised objective reliable way’ and it is this search for answers that has driven me to tackle the challenge of evaluating the European Computer Driving Licence (ECDL) in AEGON UK Services. Considering what questions to ask, Black suggests (1993:24/25), may prove a significant challenge in itself, ‘The most difficult part of starting a research project is often that of identifying the best question to ask, one that is meaningful, whose answer contributes to the discipline, and whose resulting research can be carried out within the resources available.’ When considering the questions to answer from the piece of research I was conscious of two things set down by Managing Director, David Barker: a) what would add value to the business supporting AEGON UK Services as a key part of the AEGON UK operation and b) provide learning opportunities to develop staff and up grade their knowledge and skills? These factors contributed directly to my questions: How has ECDL added value in AEGON UK Services? How have the learners acquired new skills to help them do their jobs? Has the method of learning for ECDL proved effective? What is the most effective way for any further learners to acquire the knowledge and skills necessary to achieve ECDL? Blaxter et al (1997:58) identified 2 different methods for designing and doing a research project, their ‘research families’ of qualitative and quantitative methods. To Burns (2000:3), the quantitative approach is viewed as ‘scientific’ and in his opinion, ‘†¦has been the conventional approach to research in all areas of investigation. The methods and purposes of scientific inquiry have been moulded by countless generations of scientists †¦Ã¢â‚¬â„¢ Burns (2000:9) outlines the strength of the quantitative approach as being its ‘†¦precision and control’, together with ‘†¦a deductive approach and the use of quantitative data (which) permits statistical analysis.’ Denscombe (1998:177) supports Burns’ standpoint by adding that, ‘The use of quantitative data in social research has its attractions. For one thing, it carries with it an aura of scientific respectability. Because it uses numbers and can present findings in the form of graphs and tables, it conveys a sense of solid, objective research.’ However, an alternative view also exists and caution is stressed by Silverman (2000:6) when pointing out that ‘ †¦the hard data on social structures which quantitative researchers claim to provide can turn out to be a mirage.’ Caution was necessary for me when considering the effect of ECDL upon an individual’s ability to do their job more effectively, as Cicourel (1964) points to defects with quantitative research, it may be useful but it also may conceal as well as reveal social processes. On the other hand, qualitative research is an umbrella term that covers a variety of styles of social research, drawing on a variety of disciplines. Tesch (1990) identified 26 distinct kinds of social research which can fall under the term ‘qualitative’ and no doubt, in time, that list will grow. However, Denscombe (1998:207) does see some common elements which begin to give some sense, as he sees it, to qualitative research, ‘†¦a concern with meanings and the way people understand things†¦Ã¢â‚¬â„¢ and ‘†¦a concern with patterns of behaviour†¦.’ Cohen and Mannion (1998:8) go a stage further and view qualitative research as a search for understanding in which ‘†¦the principal concern is with †¦ the way in which the individual creates, modifies and interprets the world in which he or she finds himself or herself.’ Researchers who adopted this qualitative approach, responsive to individual perceptions, were felt by Bell (1999:7) to ‘†¦seek insights rather than statistical analysis.’ A positive aspect of qualitative research, according to Miles and Huberman (1984:10), is ‘†¦that they focus on naturally occurring, ordinary events in natural settings, so that we have a strong handle on what ‘real life’ is like.’ The approach to this research project was on a qualitative basis and whilst there is a range of disadvantages to this method, including, as identified by Anderson (1990) – the ability to collect a large number of replies, allow for easy collation and cheap and readily available, Anderson did identify advantages with a qualitative approach. Significantly, when gathering data and information Anderson held that a qualitative approach enables the researcher to really understand another person, and qualitative research tends to focus on learners, central to the research project, and their views of the world. My own research project mirrors a number of Anderson’s findings; focusing on the learners and managers and thei r views, attitudes and feelings is key to my work and as such does not lend itself naturally to a quantitative or scientific basis. However, in Denscombe’s opinion (1998: 173), the two approaches are not mutually exclusive, the distinction between the two is over-simplified and relates to the treatment of the data. As Strauss (1987: 2) argues, ‘†¦the genuinely useful distinction is in how data are treated analytically.’ Denscombe’s (1998:173) view then is that ‘†¦a distinction between qualitative and quantitative research is far from watertight.’ To some extent, the research design depends on what Barnes (1992:114) highlights as either a deductive or inductive approach to the project, with action research a key method of the latter. Barnes takes the view that when using action research, ‘†¦the outcomes†¦are generally increased knowledge, understanding and improved practice.’ The implication from this is that action research has a relevance for what I will be undertaking and indeed Blaxter et al (1997:64) confirm this by pointing out that ‘†¦it is well suited to the needs of people conducting research in their own workplaces, and who have a focus on improving aspects of their own and their colleagues’ practices.’ Cohen and Mannion (1998:186) also focus their thoughts on this work-related aspect of action research by suggesting that it ‘†¦is situational – it is concerned with diagnosing a problem in a specific context and attempting to solve it in that context.’ Although action research as a basis suits the needs of my project as shown above, there are a number of criticisms about the method, often reflecting Cohen and Mannion’s (1998:193) comments that it is not scientific, ‘†¦its sample is restricted and unrepresentative†¦its findings †¦are restricted to the environment in which the research is carried out.’ I accept the above but am satisfied that although my findings may be ‘restricted to the environment’, they are after all intended for use solely within AEGON UK Services, any wider usage will be a bonus. Research data was accumulated by the use of questionnaires completed by learners, interviews with senior managers and Preston College staff, and focus groups conducted with groups of learners. This common multi-method approach is referred to as triangulation, as originally identified by the works of Elliott and Adelman (1976), and has been defined in Open University course 811 Study Guide (1988:54) as ‘†¦cross-checking the existence of certain phenomena and the veracity of individual accounts by gathering data from a number of informants and a number of sources and subsequently comparing and contrasting one account with another in order to produce as full and balanced a study as possible.’ The use of triangulation goes some way to meeting the need for this piece of research to be both reliable and valid. Bryman (1989:55) outlines reliability as something which ‘†¦refers to the consistency of a measure.’ Blaxter et al (1997:200) summarise the issue of reliability in simple terms as considering whether ‘†¦you have carried it out in such a way that, if another researcher were to look into the same questions in the same setting, they would come up with essentially the same results †¦.’ Validity is identified in a similar tone by the same authors, ‘†¦to do with whether your methods, approaches and techniques actually relate to, or measure, the issues you have been exploring.’ Triangulation is particularly important to me because it increases the strength and validity of my work. The use of questionnaires is outlined by Denscombe (1998:88) who suggests that they are at their most productive when: used with large numbers, straightforward information required, the social climate is open, standardised, time allows for delays, resources allow for the costs and when the respondents can be expected to be able to read and understand the questions. However, my own piece of research is much smaller with fewer in the sample, straightforward questions on information that is current, all of which adds to the simplicity of this process. However, there is a range of issues when using questionnaires with Bell (1999:75) suggesting that ‘It is harder to produce a really good questionnaire than might be imagined.’ McKernan (2000:125) endorses that view and warns that amongst the disadvantages are the amount of time taken compiling successful questions and low response rates. Nevertheless, the use of questionnaires provides direct access to the learners and adds balance to the interviews with my colleagues and members of Workplace Training Services. Given that my questionnaire is straightforward with simple questions I am satisfied that this is a particularly useful method of gathering my research data. Further weight is given to this argument by Burns (2000:581) who supports me by adding such strengths as ‘†¦cost, each respondent receives same set of questions, errors in collation of responses reduced, respondents free to reply at own pace/time, fear and embarrassment avoided, may guarantee confidentiality.’ Burns also highlights a number of potential concerns with the use of questionnaires including a poor response rate when compared to interviews, the potential for bias due to poor returns and badly prepared questionnaires. I acknowledge Burns’ concerns and test my questionnaire on a small pilot group of learners, drawn at random, to assess its ease of use; 2 questions are reworded to reflect the comments of this group. Given the small number of staff to have completed the ECDL programme I issue the questionnaire to all 45 which also supports the validity of my research and reduces the potential for any bias due to the choice of my sample. I am conscious that, as Cohen et al (2000:245) put it, ‘†¦the questionnaire will always be an intrusion into the life of the respondent, be it in terms of time taken to complete the questionnaire†¦or the possible invasion of privacy.’ As a result of this, great care is taken over the questions posed, the amount of content and the manner in which this is issued to learners. To keep the questionnaire simple I want to largely use closed questions and this method is supported by Wilson and McLean (1994:21) who confirm that these are ‘†¦simple to complete†¦and do not discriminate unduly on the basis of how articulate the respondents are†¦Ã¢â‚¬â„¢. However, to ensure that people’s views are gathered I aim to allow respondents a small degree of space for their own thoughts to be considered which mirrors the views of Oppenheim (1992:115) when considering the use of closed questions: ‘†¦they do not enable respondents to add any remarks, qualifications and explanations to the categories, and there is a risk that the categories might not be exhaustive and that there might be bias in them.’ A blank questionnaire is included as Appendix B. It is the need to gather personal views and opinions that prompts me to include interviews with senior managers, and focus groups amongst learners. As Denscombe (1998) points out, questionnaires are at their best with large numbers; I am dealing with 6 senior managers and am mindful that the culture of my own organisation is such that as Training Manager it is politic for me to see the senior managers rather than issue them with a questionnaire. As McKernan (2000:128) claims, ‘Interviewing is a social survey skill which can be taught.’ I am satisfied that my role in designing and delivering ‘Interviewing Skills’ training courses for 5 years to the same group of managers enables me to carry out this process! There are a number of identified advantages in using interview techniques for gathering my research data and these include, Burns (2000:582/3) who is an exponent of its flexibility, ‘†¦the interviewer has the opportunity to observe the subject and the total situation in which they are responding†¦Ã¢â‚¬â„¢ which according to Burns should produce higher response rates and ‘†¦if properly conducted should yield response rates of at least 80-85%. ‘ Cohen et al (2000:268) provides further thoughts and considerations on interviews, when outlining the need for trust to exist, suggesting that there should be a relationship between the interviewer and interviewee ‘†¦that transcended the research, that promoted a bond of friendship, a feeling of togetherness and joint pursuit of a common mission rising above personal egos.’ Once again, my relationship with the senior managers is such that I am confident that I have this level of trust in place already to enable a smooth process to occur. In addition, greater credibility is given to me conducting these interviews, as Kane (1997:68) asserts, ‘†¦the closer the interviewer is to the respondent in class, sex, age and interests, the greater chance the interviewer has of being successful.’ When considering the strengths and weaknesses of different types of interviews I endorse the comments of Patton (1980:206) who sets out the ‘interview guide approach’, which mirrors my requirements. The topic and issues to be covered are specified in advance, thus ‘†¦the outline increases the comprehensiveness of the data and makes data collection somewhat systematic for each respondent.’ I recognise that there is a risk of omitting important or salient points and that I must pay particular attention to maintaining focus on the key issues, in this case whether the managers consider that the ECDL programme has benefited the business. Consideration however must be given to the school of thought that exists regarding problems with the interview as a method for gathering my research data. Mason (1997:42) suggests that ‘good qualitative interviewing is hard, creative work. It is a much more complex and exhausting task to plan and carry out †¦ than, for example, to develop and use a structured questionnaire for asking a set of predetermined questions.’ Tuckman (1972) set out a number of problems with the interview as a technique for gathering data, including the fact that a competent interviewer is required (which may involve payment), a limited number of respondents can be reached and the reliability is quite limited. Whilst acknowledging these concerns, as I have set out my competency earlier, I require interviews with a controlled group of 6 individuals only and have a great degree of confidence in the reliability of my data. Not to mention that this interviewer requires no additional payment for the work. My final information gathering technique is the focus group which Kreuger (1988:27) highlights as typically having 5 characteristics, ‘†¦a) people who, b) posses certain characteristics, c) provide data, d) of a qualitative nature, e) in a focussed discussion.’ Cohen et al (2000:288) support my use of the focus group by suggesting that they ‘†¦might be useful to triangulate with more traditional forms of interviewing, questionnaires, observation etc.’ Although observation is not necessary or appropriate for my research, Cohen et al do concur with my use of the interview and questionnaire. According to the December 2002 issue of Croner’s A-Z Briefing (12/02:2), ‘†¦the main advantage of a focus group lies in its ability to collect subjective judgments where several, individual, judgments are better than just one. †¦By using a focus group †¦the researcher can see how and why individual judgments are supported †¦.’ This aspect of the focus group is particularly useful to me as it enables a group of learners to come together and share their experiences of the ECDL programme including highs and lows. It allows me the opportunity to facilitate discussion on the optimum way forward for AEGON UK Services and for future learners. Croner goes on to add that, ‘†¦they perform a useful function when evaluating various aspects of training and development, particularly when qualitative measurements are required and where it is deemed necessary to ascertain any unexpected outcomes or applications which have arisen as a result of such provision.’ Morgan (1988:43) cautions on the size of focus groups, suggesting ‘†¦between four and twelve†¦Ã¢â‚¬â„¢ whilst Croner takes a similar stance, ‘†¦between 6 and 12†¦Ã¢â‚¬â„¢ Both of the above agree on the need for careful consideration with sampling, in this case with the focus group, as Croner puts it (P3), ‘†¦all those involved do need to be representative of the total population under consideration.’ I have already decided to use all of my Award-holders as I have 3 months in which to carry out the research and have a small group, as Bell (1999:83) suggests, ‘The number of subjects in your investigation will necessarily depend on the amount of time you have.’ However, the question of the size of the sample and how it is selected is an issue. Cohen and Mannion (1998:87) put forward a range of sampling tools including probability and non-probability, random and stratified samples whilst Bryman (1989:107) argues the case for a representative sample using a type of probability sample. To ensure that each of my ECDL Award-holders has an equal probability of inclusion in the sample used for the focus groups, names are drawn at random from an Excel spreadsheet. Kerlinger (1986:45), identifies randomness thus, it ‘†¦ means that there is no known law, capable of being expressed in language, that correctly explains or describes events and their outcomes.’ Kerlinger (1986:44) goes on to provide further evidence that my sampling approach is correct, ‘†¦ random sampling is that method of drawing a portion (sample) of a population †¦ so that each member of the population †¦ has an equal chance of being selected.’ Taking into account the thoughts of both Morgan and Croner above, I facilitat e 2 focus groups of 8 members each. There are some difficulties in using focus groups and some of these are identified by Krueger (1988:46/7) who outlines the following: less control of the group as opposed to individuals, difficulties in analysing data, lack of interview skills, varying group dynamics, assembling groups and creating a supportive environment. I acknowledge Krueger’s observations and take extra care when running the focus groups although I must stress that my background is as a skilled interviewer and I am able to create a stable, supportive environment for the attendees who have attended similar workshops and courses in the past, often facilitated by me. ‘Any research project is likely to raise ethical issues. This is particularly so if it involves people directly, but may also be the case even if you conduct your research entirely on documentary evidence’, Blaxter et al (1997:146). Clearly, it is wrong for me to assume that, given my position as Training Manager, there is no issue with ethics, people know me and are happy to open up and provide me with valuable and valid information. Bell (1999:52) warns, ‘People will be doing you a favour if they agree to help, and they will need to know exactly what they will be asked to do, how much time they will be expected to give and what use will be made of the information they provide.’ The view is endorsed by McKernan (2000:241), who adds that, ‘It is crucial for all participants to know what their rights are in research of any kind.’ As such, I take great care when contacting my ECDL learners to alert them to my research and the need for their valuable input to further the learning partnership within AEGON UK Services. Particular attention is paid to the senior managers who give me some of their valuable time for 1:1 interviews and each of them is contacted personally by telephone to discuss the needs and requirements of the research and agree suitable times for the interviews. Hopkins (2000:221/2) identifies a range of principles that I must observe in the commitment to my research including, observing protocol, involving participants, reporting on progress, maintaining confidentiality and obtaining authority before using quotations. Particular care was observed when considering the use of quotations from our external partner, Workplace Training Services, and I arranged a special meeting with Cyril Wheat to discuss the learning partnership and seek his agreement to the use of specific quotations, included in the Conclusions to this research. As Burns (2000:22/3) summarises, ‘All in all it looks fairly difficult to conduct much research without running into ethical arguments.’ Burns’ comments alert me to the need to take nothing for granted in view of my ‘special’ position with the learners, ‘Ethical problems are likely to occur in social science research since human subjects are involved. Researchers must be aware of ethical considerations involved in voluntary and non-voluntary participation, deception, informed consent, privacy and confidentiality, the right to discontinue, and obligations of the experimenter.’ It is this ‘special’ position, that of someone who has worked very closely with most of the ECDL learners, that Sellitz et al (1962:583) might have been thinking of then they attested, ‘†¦ interviewers are human beings and not machines and their manner may have an effect on respondents.’ Many factors can influence responses one way or another, for instance Borg (1981:87) highlights a few of the problems that can occur, ‘†¦ eagerness of the respondents to please the interviewer, a vague antagonism †¦ or the tendency of the interviewer to seek out the answers that his preconceived notions †¦.These factors are called response effect by survey researchers.’ ECDL learners know me well and are aware of my enthusiasm for the learning partnership and our work with the ECDL programme. Might this naturally influence their responses to questionnaires, focus group or, even senior managers, interview questions? However, Bell (1999:139) offers words of wisdom, just as the aspiring researcher wilts under the strains of potential bias, by pointing out that ‘†¦ it is easier to acknowledge the fact that bias can creep in than to eliminate it altogether. This is a key consideration for my research as I am very keen for it to succeed being the instigator of the learning partnership with Workplace Training Services and the person responsible for the ECDL programme. A further area for my research to draw upon is the Training team’s entry for the 2002 National Training Awards. The entry was based upon the team’s work with the ECDL programme in AEGON UK Services and I refer to the comments of the judges in the Data Analysis and Conclusions. My research amongst European Computer Driving Licence (ECDL) award-holders in particular highlights the very positive aspects of the programme and it is encouraging to learn that all questioned feel that the programme has benefited them, personally and professionally. Significantly, the great majority of learners also felt able to now support colleagues with IT-related enquiries, a factor that reflects our status as an Investor In People; staff are keen to share knowledge with each other in a positive manner. ‘Being able to solve problems,’ ‘increasing one’s confidence’, ‘developing trouble-shooting skills’ and appropriately ‘staff trained in new technology’ are benefits to the company, as viewed by the learners. Although it is not the intention in my research to provide statistical analysis, rather to draw conclusions from learners’ responses, the feedback from learners does represent universal support for developing skills to enhance the business. Learners feel more competent to do their work, have a more confident approach and have developed skills to enable new work to be handled also converting manual tasks to a PC-based system. I am able to speak from personal experience and, as a result of taking the ECDL programme, I can now use Excel with some success. Whilst it is very difficult to make any claims with the research I am confident that the programme has made a significant difference. Prior to starting the ECDL prog ramme I was unable to use Excel despite having access to the program, after completing the Excel module I am now able to design spreadsheets for use in the Training team. There is evidence of other organisations introducing a successful ECDL programme and the following case study extracts are from the ECDL’s own website, www.ecdl.co.uk/employer/case. Mike Sampson, Human Resources Director at Royal Liver Assurance, commented: â€Å"We are delighted that the ECDL pilot scheme has proved to be so successful and now intend to run ECDL again with further members of staff. It is important that our employees are given the opportunity to refresh and improve upon their IT skills, which ultimately reflects a great benefit to Royal Liver and ensures the company’s values and good standing are continually maintained.† (www.ecdl.co.uk/employer/case/royal) Even in the world of IT itself, ECDL is viewed as a positive addition to the learning curriculum, Les Williamson, Resources Servicing Manager, IBM, added, ‘We realised fairly quickly that this certification would be beneficial across the site. Not many people can claim proficiency in all the IT productivity tools that we could be using everyday. This is a qualification that demonstrates just that. (www.ecdl.co.uk/employer/case/ibm) 90% of learners feel that they are now more confident when using a PC (66% of the remaining 10% already did so) which is an endorsement of our decision to offer the programme and a statistic from a similar exercise conducted amongst award-holders at Manchester NHS Health Authority in 2002 found that ECDL qualified staff are proven to save an average of 38 minutes per day. Staff within AEGON UK Services also highlighted the speed at which they are now able to process IT-related work as a benefit to the Company. Feedback from the learners in the questionnaires suggested that, whilst staff were achieving success using the CD ROM made available by Workplace Training Services, there was less than total satisfaction. Accordingly, amongst the questions I posed at the focus groups was ‘What method of learning would you recommend for future ECDL students?’ Although only a small percentage of respondents to the questionnaire felt that the quality of learning materials was less than ‘good’ during the focus groups, the mood was very different and people had the opportunity to express their views in more detail. It became apparent that the majority of the attendees of twelve felt that the CD ROM was difficult to work with, either because of their own IT situation out of the office, some did not have a PC at home, or more commonly because of the great amount of detail included. Their preferred learning method was to use paper-based material although some members of the focus gr oups felt that the CD ROM was ideal. Comments were also made that it was often difficult to obtain 1:1 support as members of the Training team were often involved in other projects and, in truth, were never seen as providing close support for learners. Learners’ comments were referred to Cyril Wheat who visited the site and spoke with groups of the learners; as a result, directly, of the feedback provided to Cyril his Workplace Training Services team started to provide future learning support material in two forms, paper-based for the majority, CD ROM where preferred. In addition, another change in policy as a result of feedback, with the introduction of a dedicated resource from the College, someone who would be guaranteed to be on the Lytham site once a week for personal tutorials. Most surprising amongst the findings was the feedback from the senior managers. Whilst the Managing Director has given the partnership with Workplace Training Services his blessing and has in fact recently enrolled on the ECDL programme, the same positive views are not held by the management team. I conducted the interviews and was surprised by the little knowledge that the managers had of the programme, one actually admitted that he had no awareness that any of his staff are taking an award. Whilst the general view amongst the managers was that any learning which develops the staff to enhance the business, must be a good thing, only one member of the team was more positive. One manager had experienced the ECDL programme personally, achieved the award, and spoke highly of the benefits to AEGON UK Services in supporting the implementation of COE. More work remains to be done with the management team for the future of the programme. The comments of learners who have achieved their European Computer Driving Licence (ECDL) are extremely encouraging from a purely personal point of view, the initial thoughts are that my efforts in bringing the ECDL programme to AEGON UK Services staff has paid off. But that cursory observation is not sufficient to merit the programme a success. When we set off on the ECDL programme there was a clear business need to be met, successfully implementing the Common Operating Environment (COE) and the transfer to Microsoft Office 2000. What must not be overlooked was that the business was not using any formal training strategy to meet the requirements generated by the COE and I was confident that ECDL could provide many of the training needs. Although I am not able to provide any hard quantitative data I have feedback from learners and managers which supports the use of the programme. As one manager put it, ‘Having achieved the ECDL I can vouch for the skills and knowledge acquired. Members of my team have demonstrated the benefits of the learning through the enhanced use of different programs.’ The data provides evidence of ECDL supporting the implementation of COE in the business. New skills have been acquired by learners, many of whom are now looking for further opportunities, whilst at the same time encouraging colleagues to enrol on the programme. There are numerous examples quoted of staff who are now able to access different programs, use PowerPoint, Access or in my case, get to grips with Excel for the first time. Our relationship with Workplace Training Services has developed, from the first tentative enquiries regarding the use of ECDL, the College’s first learning partnership in the North West to one of collaboration on other projects; as I close this research we are discussing certificated learning to meet behavioural competencies. Cyril Wheat, Manager Dedicated Delivery, is proud of his organisation’s role with the business and speaks highly of our work, ‘with the commitment of an employer who is providing resources is very important.’ The need for such support is echoed by Tim Rush of Islington Council who adds, ‘We have been lucky here in Islington, Members of the Council and senior management have been fully supportive. Gaining support at that level is essential to any successful implementation.’ (www.ecdl.co.uk/employer/case/islington). Cyril’s team’s commitment to us now includes the use of 10 PCs, available for any form of learning, and a dedicated resource on-site for work with the ECDL programme. Significantly, the learning has largely taken place at no cost to the business and during 2002 over 100 learners were enrolled with Workplace Training Services for free and we have ascertained that open learning with the ECDL programme may yet prove to be extremely cost effective to the business. We have 150 staff achieved or working towards the award with 100 more to follow during the course of this year an costs incurred to-date are a little over à ¯Ã‚ ¿Ã‚ ½3,000 which is approximately à ¯Ã‚ ¿Ã‚ ½12 per learner. Given that this learning ultimately accredits staff members with a universally accepted IT qualification and attendance on external learning is in my experience over à ¯Ã‚ ¿Ã‚ ½100 per day then I believe that this equates to value for money learning. Our work with the fledgling ECDL programme in employer-related learning has highlighted new areas for study. As demonstrated earlier, learners had difficulties with the Computer Based Training and the CD ROM was not viewed as user-friendly; as a result, their feedback has been taken into account and staff enrolling more recently have had access to paper-based support material with CR ROMs available where required. The judges at the 2002 National Training Awards were ‘†¦ impressed by your decision to encourage your employees to undertake the ECDL qualification’ and drew upon a number of other positive aspects although they highlighted a number of important issues for the team to consider. As I point out above, there are limitations with my research and issues to consider for the coming months, as the judges point out in their feedback, ‘†¦ it is still quite early in the process of introducing the Common Operating Environment’ and they have suggested that we ‘re-enter at a later date’. I am also conscious that the research has been carried out by someone with a clearly vested interest in its success, the training of staff in the business is after all my responsibility, and that this may have clouded the findings. I acknowledge this limitation and make efforts to minimise the effects of this bias. My ultimate findings are also effected by yet more bias; the results are based upon my work with learners at AEGON UK Services in a supportive environment where facilities are made available to them and they do not have to pay any fees. I make no claims about applying my results to a wider audience whether in another industry or with the public at large. However, the final thought lies with Andrew Mayo, writing in the January 2003 edition of Training Journal, who holds out, ‘So here is the challenge for 2003. Will you be able to say, at the end of the year, where and how learning interventions made a difference to the achievements of the organisation(s) you work with †¦.’ From the feedback received from learners and indeed Workplace Training Services’ staff I am confident that the ECDL programme has already made an impact on AEGON UK Services although greater communication is required with senior managers based upon their own feedback. Furthermore, as the judges of the National Training Awards indicate, there is yet more to come as our learning partnership matures and more staff set out on the road to success through the challenge of ECDL. Project Proposal – DHL0730 Empirical Study AEGON UK Services in partnership with Workplace Training Services, an arm of Preston College, started to offer the European Computer Driving Licence (ECDL) to staff in September 2001. The ECDL programme based it is upon Microsoft Office 2000 applications was seen as an ideal complement to the Common Operating Environment (COE) to be launched in 2002. At the same time the launch of ECDL provided further evidence of the Company facilitating learning and development opportunities for its staff. Under COE the whole of AEGON UK would operate with Microsoft Office 2000 whilst over 90% of staff were familiar with the 1997 version or earlier. To-date over 150 staff have started or finished the ECDL programme yet no evaluation of the success or otherwise of ECDL within AEGON UK Services has ever been carried out. An evaluation of the European Computer Driving Licence (ECDL) as used by AEGON UK Services. The ECDL was launched to develop the skills of European citizens and to enable them to become proficient in PC skills. The use of ECDL within AEGON UK Services was designed to provide staff with the skills necessary to deal effectively with the Common Operating Environment (COE), in effect Microsoft Office 2000. An Evaluation of the European Computer Driving Licence. (2017, Oct 12).

Reflection paper Essay Example | Topics and Well Written Essays - 500 words - 22

Reflection paper - Essay Example It really felt like college and I pondered those great alumni that this university has produced must have stood to where I stood and felt what I felt. Suddenly, I felt like I am part of a bigger community, of the university’s rich history and to some extent, kinship to its alumni. I was also excited because this would be the first time that I will be away for a long time from the shelter and comfort of my family. In a way, I am venturing into the unfamiliar which gave me a sense of independence to have the freedom to do what I really like. That sense of freedom that I felt when I first got here felt so good and liberating. There were some less than ideal thoughts that entered my mind like partying all night since I will be away from the watchful eyes of my parents but I also cautioned myself that I came here to study and not to party. The class started and I felt that vastness of university that in a way represented the vastness of our world. There were a lot of different kinds of people with different kinds of background and ethnicity, different kind of accents that it could be overwhelming the first time. But I felt excited. It was like being in the real world for the first time. School work begun and then reality set in. The excitement abated because I now have to focus with reports, researches, exams and all sort of school work. But I thought to myself that this is what I came for in the university, to study. The adjustment was not exactly that easy because school work in college can be tough and very demanding. Well, I just said to myself that this is college and it should be this way. It may not be that easy but I think I am doing just fine because I am still here. I already have some friends. Really interesting people who I go out with, have fun and do some crazy things just like what a normal teenager would do in their teenage years. Right now, I am still in the process of discovering the university life. School works

Definition of Surveillance Assignment Example | Topics and Well Written Essays - 750 words

Definition of Surveillance - Assignment Example The device is ideal for longer ranges detection. The parabolic dish aids intelligent officers to increase the sound for 40 decibels. It comes with an amplifier with connected earphones to enhance the quality. Intelligence officer finds it ideal for amplification of sounds that the naked ear cannot hear. The voice changer aids intelligent officers for masked voices. The changer is battery powered and connected to the phone with 8 voice settings. The sound amplifier is a high-tech microphone ideal for sound amplification (Brakel & Hert, 2009). Implied surveillance plays an important role is providing controlled information growth. The advantage is in the process of ensuring security first identifies the critical information of the company that will be important to plan. The disadvantage is in executing the security measures during critical times. Overt surveillance process is the analysis of threats; the company should be able to assess its ability to collect, process and analyze information, this will ensure the company knows exactly to what extent it is likely to suffer from possible threats. Covert surveillance process is to ensure that vulnerabilities are also analyzed; this should involve ranging them in terms of high, medium and low to help identify the weaknesses that can easily be used to exploit the security system. The clandestine surveillance process should also be able to analyze the type of information that the company offers. The disadvantage lies in the analysis of risks; here the threats and vulnerabilities are put on the comparison and help determine the potential risk that is posted. Extraluminal surveillance plays a role in maintaining vigilance. The advantage is in the assessment if the assessment shows that the level of vulnerability is high and the threat is evident, then exploitation is expected and the risk is assessed to be high and protective measures are  put in place.

Technology Guide Essay Example | Topics and Well Written Essays - 500 words

Technology Guide - Essay Example Business tools like Indix, Connect Multichannel, Retail Connect and Robin e-commerce customer service. The most advanced of the tools that I recommend are Indix and Connect Multichannel, which can be integrated with Retail Connect. Indix software solution is available on-line at www.indix.com. The solutions that can be realized by using indix software are; real-time inclusion of product pricing, availability of the products, other channels where the products can be located, competition attributes and an assortment of the products. The software can be acquired as a mobile application or an API that can be directly integrated with the golf shop. The API has advanced functions that will benefit the golf shop. The search function of the API returns names of stores with product and IDs, product brand names and product suggestions in the same category (Indix, 2015). The advanced search of the software will return detailed catalog information of the product from all the stores where it is s old. It also returns the price information from the across all the stores offering the product. Finally, the software will provide information on all the prices the product was sold at in the past month. Connect Multichannel and Retail Connect are provided by the www.intelligentretail.co.uk website. The software can be implemented separately of as one bundle into the golf shop. The software offers a central place for stock control, advanced reporting on sales and product details from different channels (Intelligence Retail, 2015). The software also has an inbuilt functionality that automatically connects to Amazon; eBay and Google Products Connect. It will allow the golf shop to sells its products through the more trusted channels like Amazon and Ebay. This will eventually increase the sales of products from the golf